Medical Students’ Perspective on Assessment Mechanism During Problem-Based Learning at Debre Tabor University: An Explanatory Mixed Study
Zelalem Animaw,1,2 Tsedeke Asaminew3 1Department of Biomedical Sciences, College Health Sciences, Debre Tabor University, Debre Tabor, Ethiopia; 2Department of Health Professional Education, College Health Sciences, Jimma University, Jimma, Ethiopia; 3Department of Ophthalmology, Saint Paul’s Hospit...
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| Format: | Article |
| Language: | English |
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Dove Medical Press
2023-08-01
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| Series: | Advances in Medical Education and Practice |
| Subjects: | |
| Online Access: | https://www.dovepress.com/medical-students-perspective-on-assessment-mechanism-during-problem-ba-peer-reviewed-fulltext-article-AMEP |
| _version_ | 1797749848208834560 |
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| author | Animaw Z Asaminew T |
| author_facet | Animaw Z Asaminew T |
| author_sort | Animaw Z |
| collection | DOAJ |
| description | Zelalem Animaw,1,2 Tsedeke Asaminew3 1Department of Biomedical Sciences, College Health Sciences, Debre Tabor University, Debre Tabor, Ethiopia; 2Department of Health Professional Education, College Health Sciences, Jimma University, Jimma, Ethiopia; 3Department of Ophthalmology, Saint Paul’s Hospital Millennium Medical College, Addis Ababa, EthiopiaCorrespondence: Zelalem Animaw, Tel +251913122352, Email zelalalem.a01@gmail.comBackground: Assessment in problem-based learning should aim to improve students’ active learning. In due course, significant student involvement in any assessment process may aid them in meeting the curriculum’s objectives.Purpose: The primary goal of this study is to assess medical students’ attitudes towards the assessment method used during PBL tutorials at Debre Tabor College of Health Sciences.Methods: A mixed explanatory study design was used conducted at Debre Tabor university. For quantitative and qualitative data, cross-sectional survey and phenomenological study designs were used, respectively. A self-administered questionnaire with a 5-point Likert scale was used to collect quantitative data, while Focused Group Discussions (FGDs) were used to collect qualitative data.Results: The current study included 192 out of 195 medical students. 40%, 57.2%, and 43.2% of study participants felt the tutor did not provide constructive feedback, facilitate self-assessment/self-reflection, or encourage peer assessment, respectively. On the role of tutors in facilitating self and peer assessment, a statistically significant mean difference in agreement is observed. Their PBL assessment did not take into account punctuality or contribution to the discussion. It is perceived as biassed due to tutors’ bias towards various factors such as first impressions and student academic rank. They also stated that they did not receive sufficient information about the assessment in PBL.Conclusion: According to the findings of this study, medical students believed they were not fairly assessed during their PBL tutorial. Due to the uncertainty of the evaluation process, a neutral perspective on comprehension skills was appreciated. The students also perceived that the tutors’ ability to assess students, poor feedback experience, and limited information about the assessment mechanism influenced their PBL assessment.Keywords: problem based learning, medicine, assessment, perception |
| first_indexed | 2024-03-12T16:25:27Z |
| format | Article |
| id | doaj.art-6f13966d3b984242b0592aa050ec4fc3 |
| institution | Directory Open Access Journal |
| issn | 1179-7258 |
| language | English |
| last_indexed | 2024-03-12T16:25:27Z |
| publishDate | 2023-08-01 |
| publisher | Dove Medical Press |
| record_format | Article |
| series | Advances in Medical Education and Practice |
| spelling | doaj.art-6f13966d3b984242b0592aa050ec4fc32023-08-08T19:52:17ZengDove Medical PressAdvances in Medical Education and Practice1179-72582023-08-01Volume 1485987385736Medical Students’ Perspective on Assessment Mechanism During Problem-Based Learning at Debre Tabor University: An Explanatory Mixed StudyAnimaw ZAsaminew TZelalem Animaw,1,2 Tsedeke Asaminew3 1Department of Biomedical Sciences, College Health Sciences, Debre Tabor University, Debre Tabor, Ethiopia; 2Department of Health Professional Education, College Health Sciences, Jimma University, Jimma, Ethiopia; 3Department of Ophthalmology, Saint Paul’s Hospital Millennium Medical College, Addis Ababa, EthiopiaCorrespondence: Zelalem Animaw, Tel +251913122352, Email zelalalem.a01@gmail.comBackground: Assessment in problem-based learning should aim to improve students’ active learning. In due course, significant student involvement in any assessment process may aid them in meeting the curriculum’s objectives.Purpose: The primary goal of this study is to assess medical students’ attitudes towards the assessment method used during PBL tutorials at Debre Tabor College of Health Sciences.Methods: A mixed explanatory study design was used conducted at Debre Tabor university. For quantitative and qualitative data, cross-sectional survey and phenomenological study designs were used, respectively. A self-administered questionnaire with a 5-point Likert scale was used to collect quantitative data, while Focused Group Discussions (FGDs) were used to collect qualitative data.Results: The current study included 192 out of 195 medical students. 40%, 57.2%, and 43.2% of study participants felt the tutor did not provide constructive feedback, facilitate self-assessment/self-reflection, or encourage peer assessment, respectively. On the role of tutors in facilitating self and peer assessment, a statistically significant mean difference in agreement is observed. Their PBL assessment did not take into account punctuality or contribution to the discussion. It is perceived as biassed due to tutors’ bias towards various factors such as first impressions and student academic rank. They also stated that they did not receive sufficient information about the assessment in PBL.Conclusion: According to the findings of this study, medical students believed they were not fairly assessed during their PBL tutorial. Due to the uncertainty of the evaluation process, a neutral perspective on comprehension skills was appreciated. The students also perceived that the tutors’ ability to assess students, poor feedback experience, and limited information about the assessment mechanism influenced their PBL assessment.Keywords: problem based learning, medicine, assessment, perceptionhttps://www.dovepress.com/medical-students-perspective-on-assessment-mechanism-during-problem-ba-peer-reviewed-fulltext-article-AMEPproblem based learningmedicineassessmentperception |
| spellingShingle | Animaw Z Asaminew T Medical Students’ Perspective on Assessment Mechanism During Problem-Based Learning at Debre Tabor University: An Explanatory Mixed Study Advances in Medical Education and Practice problem based learning medicine assessment perception |
| title | Medical Students’ Perspective on Assessment Mechanism During Problem-Based Learning at Debre Tabor University: An Explanatory Mixed Study |
| title_full | Medical Students’ Perspective on Assessment Mechanism During Problem-Based Learning at Debre Tabor University: An Explanatory Mixed Study |
| title_fullStr | Medical Students’ Perspective on Assessment Mechanism During Problem-Based Learning at Debre Tabor University: An Explanatory Mixed Study |
| title_full_unstemmed | Medical Students’ Perspective on Assessment Mechanism During Problem-Based Learning at Debre Tabor University: An Explanatory Mixed Study |
| title_short | Medical Students’ Perspective on Assessment Mechanism During Problem-Based Learning at Debre Tabor University: An Explanatory Mixed Study |
| title_sort | medical students rsquo perspective on assessment mechanism during problem based learning at debre tabor university an explanatory mixed study |
| topic | problem based learning medicine assessment perception |
| url | https://www.dovepress.com/medical-students-perspective-on-assessment-mechanism-during-problem-ba-peer-reviewed-fulltext-article-AMEP |
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